Jason Grissom
Associated IES Content
FY2022
FY2022 Single-Session Peer Review Panel
Grant
Pathways Into Teaching: A Mixed-Methods Investigation of High Leverage Opportunities to Increase the Representation of Teachers of Color in Tennessee Schools
A growing body of research demonstrates the benefits of a racially and ethnically diverse teaching workforce, yet diversifying teaching remains a challenge in many states. This challenge stems, in part, from a scarcity of research into the varied pathways of teachers of color into classrooms, how the policies and processes they encounter along those pathways affect their experiences, and how those experiences can divert them from the pathway or prepare them for teaching success. The goal of ...
Federal funding program:
Award number:
R305A220054
FY2021
FY2021 Single-Session Peer Review Panel
Grant
Getting Effective Leaders into High-Needs Schools: A Cross-Site Mixed-Methods Examination of Principal Preparation, Recruitment, and Hiring and Their Associations with Principal and School Outcomes
The purpose of this study is to identify the characteristics of leadership pipeline processes that are related to improved student outcomes, particularly in high-needs schools. Effective leadership is key to school performance. However, we know little about the kinds of potential school leaders who are most likely to be effective. Researchers will aim to identify which leadership pipeline processes are most associated with identifying and selecting effective school leaders, placing them equi...
Federal funding program:
Award number:
R305A190520
FY2017
FY2017 Education Systems and Broad Reform Peer Review Panel
Grant
Postdoctoral Training Program in Research on School Leader Effectiveness and Career Pathways
The primary focus of this training program was to prepare four postdoctoral fellows to conduct research on school leader effectiveness and the career pathways of school leaders.
Federal funding program:
Award number:
R305B170009
FY2016
FY2016 Education Systems and Broad Reform Peer Review Panel
FY2015
FY2015 Education Systems and Broad Reform Peer Review Panel
Grant
Using Teacher Evaluation Data to Drive Instructional Improvement: Evidence from the Evaluation Partnership Program in Tennessee
Building on existing research collaborations between the Tennessee Department of Education (TDOE) and researchers at both Vanderbilt and Brown/Harvard Universities, researchers for this project will examine the implementation and impact of the Evaluation Partnership Program (EPP) on teacher and student outcomes. The EPP is a central component of the state's teacher evaluation system and its ongoing efforts to use the system to promote instructional improvement. Researchers will also focus o...
Federal funding program:
Award number:
R305E150005
Grant
The Development and Validation of a Diagnostic Assessment of Instructional Leadership Capacity
This study will refine and expand the use of an assessment tool that helps school principals to observe classroom instruction and provide feedback and support to teachers. Specifically, it will refine and validate the Diagnostic Assessment of Instructional Leadership Capacity (DAILC), an online, video-based assessment tool that aims to measure school leaders' capacity to:
Federal funding program:
Award number:
R305A150396
FY2014
FY2014 Education Systems and Broad Reform Peer Review Panel
Grant
Assessing School Leaders' Development of Management Skills and Leadership: A Longitudinal Mixed-Methods Study
This study aims to identify the specific attributes, skills, orientations, and behaviors of school leaders that are associated with positive school outcomes. This study will describe differences in these principal management and leadership characteristics across schools and over time, focusing on malleable factors that can be taught, coached, and selected for in the identification of school leaders. In addition, the study seeks to describe career pathways that lead to the principalship, as w...
Federal funding program:
Award number:
R305A100286
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